Optimizing Preposition Entries In ECLDs Based On CLEC

The present study is an attempt to explore the common preposition error patterns of Chinese learners based on CLEC and analyze contrastively the measures for presenting preposition entries in two ELDs and three ECLDs, and as a result, propose several principles and methods in handling preposition entries in ECLDs based on the theory of user perspective, in combination with the results and analyses based on CLEC.CLEC-based Error Analysis shows that: 1) simple preposition error patterns are mainly reflected in four aspects: usage, phrase and idiom, collocation and discrimination, of which the latter two are the most difficult problems for Chinese learners;2) complex preposition error patterns mainly concentrate on two areas: usage and discrimination;3) most of these errors are Interlingual Errors which result from language negative transfer.The contrastive analysis of preposition entries in ELDs and ECLDs demonstrates that current ECLDs have at least the following three defects in handling preposition entries: 1) lack of grammatical collocation information;2) insufficient preposition discrimination information;3) inadequate warning notes against errors.Eventually, several principles and methods are put forward for the improvement of preposition entries in ECLDs, focusing on the learning difficulties of Chinese learners.